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Evaluative Thinking

Evidence Sets

  • Student wellbeing
  • Learning design and innovation
  • Leading and learning

(professional orientation)

  • Rich learning environments
  • Digital culture
  • Bilingual
  • EAL/D
  • Community engagement
  • Governance, management, finance
  • Business compliance

Strategic Plan Organisation

School Culture

Whole-of-school-focus

Change the role or relationship of the student in the instructional process.

Increase the level of knowledge and skill that the teacher brings to the instructional process.

Increase the level and complexity of content that the students are asked to learn.

How did we go?

How do we know?

How can we improve?

Evaluative Thinking

SEF 2 Evaluative Thinking

EVALUATIVE THINKING/

KNOW THY IMPACT

Evidence Sets

The Teaching and Learning Toolkit

  • Support evidence-informed decision-making
  • Guidance for principals, teachers and schools on how to use their resources to improve educational outcomes for their students
  • Introduction to educational research.

SCHOOL PLAN

Strategic Direction 1

Student wellbeing and engaged learning.

  • Whole-of-school-focus
  • The Instructional Core
  • Positive Behaviour for Learning

Strategic Direction 2

Respect, Responsibility, Personal Best

Quality teaching and learning.

Strategic Direction 3

Feedback

K-2

3-6

Leading a culture of collaboration, high expectations and innovative systems.

DATA FOR LEARNING

The Instructional Core

Differentiate Instruction

Observable behaviours= Success Criteria

This is how we do things...

  • Learning communities
  • Formative assessment (LISC)
  • Summative assessments
  • Feedback
  • Progressions
  • LST/Challenge
  • TEN

MFPS

School Culture

STUDENT

Change the role or relationship of the student in the instructional process.

Progressions

Infuse Digital Technologies

2019-Collective Efficacy

Data for learning-Identify low/no growth students

Changing Pedagogy

Strategic Direction 0.1

Formative/Summative Assessment Progressions

Digital Culture

Visible Learning

Learning Intentions

Success Criteria

Descriptive Feedback

Provide an engaging environment, which is conducive to the fundamental use of technology to support authentic learning. To enrich student, parent and staff communication for enhanced student outcomes,supporting future focused learning.

Self and Peer Assessment

Goal Setting

I am a digital age learner

Students can develop cognitive thinking about their work in relation to LISC.

Peer and self reflect

IMPROVED STUDENT ACHIEVEMENT

https://web.seesaw.me/

ISTE 2018

TEACHER

Improving the knowledge and skill that the teacher brings to the instructional process.

CONTENT

Increase the level & complexity of the content that the students are asked to learn.

Strategic Direction 1

Theory of Action

The Wellbeing Framework

If students are challenged, engaged and empowered through deeper instruction, then they can fulfill their highest aspirations as confident, creative, resilient and caring individuals.

THEORIES OF ACTION

Learning Pods

Collective Teacher Inquiry

Action Planning:

  • Reflection
  • Feedback
  • Revise

K-2

3-6

Strategic Direction 2

Theory of Action

A narrative of action and impact

Learning Walks

If teachers collaboratively engage in content/pedagogy/assessment- focused, sustained learning with time for them to apply and reflect, then they will be more responsive to the needs of their students.

Classroom Walkthroughs

COLLECTIVE TEACHER INQUIRY AND COLLABORATION

1) What are you learning?

2) How are you doing?

3) How do you know?

4) Where do you go for help?

5) How can you improve?

iTunes U

  • Visible learning
  • Staff online discussions
  • Filming and sharing lessons
  • Technology tips to move students learning forward

A community of learners

Videos of Practice

What does a VISIBLE LEARNING school look like?

In a visible learning school, teachers and students have control over their learning.

  • Students can verbalise what they are learning.
  • Teachers discussing learning intentions and success criteria.
  • Students reflect on their learning understanding; where to next.

INSTRUCTIONAL ROUNDS

What do we at MFPS do well?

Strategic Direction 3

Problem of Practice

Teachers discuss learning, allowing students to take ownership of their learning.

Is learning being made visible to students and teachers?

Where to next?

Theory of Action

We need a shared understanding of what learning intentions and success criteria look like for each stage.

We need a shared meta-language around learning intentions and success criteria.

Theory of Action

  • Personalised learning
  • Student engaged assessment
  • Effective feedback

If learning is visible to students then they will understand what they are learning and how to be successful.

  • Learning Pods
  • Learning Walks
  • A community of learners
  • Peer Observation
  • Instructional Rounds

Instructional Rounds

If we develop a school based climate and culture that fosters a sense of community amongst teachers, students and families, then our understanding of students' needs will deepen, leading to improved levels of support and learning.

http://hepg.org/hep-home/books/instructional-rounds-in-education

What works best

Observation

Peer Observation

PDP Teacher Observation

Evidence-based practices to help improve NSW student performance

High Expectations

Collaboration

Effective collaboration is key to sharing successful and innovative teaching practices across the teaching profession.

A whole school approach is necessary.

What works to improve student performance; teachers holding high expectations for all students. Higher student performance occurs where teachers set high expectations for the classroom and students work.

Performance Development Plan

DOE- PDP Process

Performance Development Plan

Explicit Teaching

Use of data to inform practice

Explicit teaching recognises that learning is a cumulative and systemic process, starting with building strong foundations in core skills in literacy and numeracy.

Professional Learning Calendar

Effective analysis of student data helps teachers identify areas which students' learning needs may require additional attention, development or enrichment.

Formative/ Summative Assessment.

The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand what they have been told by checking for understanding, and retelling them what they have been told by tying it all together with closure.

Effective Feedback

Feedback is one of the most powerful influences on student achievement. Feedback that focuses on improving tasks, processes and student self-regulation usually has a positive effect.

Stage Overviews

LEARNING DESIGN

In conceptual learning, students engage in quality learning experiences based around key concepts and central idea. Students learn through authentic tasks that are connected to real world contexts, enabling them to draw upon their knowledge skills and values to think creatively and critically.

Our conceptual framework is used to guide the collaborative planning and development of integrated units of work in the areas of History, Geography and Science. Literacy forms a critical aspect of these units of work and is highly embedded into all conceptual learning programs.

Explicit teaching -

Targeting Early Numeracy (TEN)

Student cognitive, social and emotional engagement through:

Rich, deep, connected learning

6 C's

  • Character
  • Citizenship
  • Critical and Creative thinking
  • Communication
  • Collaboration
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